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State of Maine 



Educational Department 



Rural School Efficiency 



Reprinted from, Maine School Be port 1907 



WATERVILLE 

SENTINEL PUBLISHING COMPANY 
1909 



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A 
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RURAL SCHOOL EFFICIENCY 



It would be difficult to overestimate the importance of the 
position held by the rural school in the educational system of 
Maine. This importance is clearly indicated by the fact that of 
our entire public school enrollment nearly one-half is to be 
found in the country schools. 

Much has been done in the past decade to draw the attention 
of the people to rural school needs and conditions and to increase 
the interest in them. It is of supreme importance that this class 
of schools continue to hold a leading position in the minds of 
our people and in the study and attention they will give to 
improvement of all educational conditions. The country school 
should not be a close imitation of other schools. 

In the schools of large towns and cities peculiar problems of 
administration are encountered. These arise from the necessity 
of dealing with large numbers of children and with conditions 
that are, to some extent, artificial. 

Some of the methods employed in city schools may possibly 
be adapted to rural school conditions, but it is a mistake to 
accept the city school as a pattern for the rural school to copy. 
The latter presents its own peculiarities and individuality. It 
should be neither superior nor inferior to any other kind of 
school. It should be treated as a distinct type. Its special 
needs should receive attention and it should be made the most 
effective instrument in its own peculiar field. It is entitled to 
all the careful study that is given to other classes of schools, 
but it will be worthier of respect for being itself, rather than 
a weak imitation of a city schosl. * 



the; school and the community. 

^ Perhaps the relation between the country school and the com- 

^munity is closer than in the case of any other class of schools. 

--It stands often as the only local public institution. Where there 
is no local church, few amusements, no public library, no local 

"^.organization of any kind, it is natural that the country com- 
munity should look to its school to meet some of the needs 
supplied to villages and towns by these other agencies. 

It is highly desirable that the country schoolhouse be used 
as a center of educational interest for the adult as well as for 
the youthful portion of the population it serves. Public meet- 
ings of various kinds, simple entertainments, lyceums and 
debating clubs help to dignify the school by making it more 
useful. The use of the country school, as a distributing center 
for a branch of the town library, or for one of the traveling 
libraries provided by the State, serves to give it a new impor- 
tance as a local institution. 

It is often noticed that, in the small community, the daily life 
of the school is more frequently a subject of conversation than 
is the case in the community where a larger variety of outside 
interests divides the attention of the people. Whether this 
reacts to the advantage of the school depends upon the spirit of 
the conversation. Constant carping and criticising, even of a 
mild variety and without a positively hostile intent, cannot fail 
in the end to injure the efficiency and influence of the school. 

There is, however, no greater source of strength to the 
teacher, nor of inspiration to the pupil, than the kindly words 
spoken of the school in the home. This vital relation between 
the school and the community should be recognized by the 
teacher, the parent and the citizen. Their efforts should be 
united to strengthen it and make it effective for mutual improve- 
ment. 

THE COURSE OF STUDY. 
Much discussion has been given to the question as to whether 
it is advisable for the country school to attempt to follow a 
definite course of study. Much of the uncertainty on this point 
has been caused by the attempt to follow a course of study in 
the same manner it would be followed in a closely graded school 
system. 



There is considerable doubt whether this close grading is 
desirable even in city schools where it has been adopted because 
of the necessity of dealing with large numbers of children and 
where system has been carried to an extreme development. In 
the country school, where no such necessity exists, there is no 
reason for the adoption of a closely graded system. 

There should be, however, in every school, whether city or 
country, a definitely planned course of study arranging subjects 
in proper correlation and sequence. Haphazard effort of any 
kind is sure, in some measure, to fail. School work is in special 
danger from a procedure of this kind. 

Every country school should be conducted upon the basis of 
certain definite plans. The work of each term and of each year 
should be a unit. There should be nothing vague nor indeter- 
minate in the teacher's mind in relation either to the purpose 
of the course or to its results. 

The majority of the towns of the State have such definite 
courses of study for their rural schools. The success with 
which these courses have been followed proves their helpfulness 
as well as their possibility. It is earnestly hoped that all school 
committees will speedily follow the example of these towns and 
that no country school in the State will attempt to work without 
definite aim and purpose. 

In arranging courses of study for rural schools the main 
object should be to secure simplicity. The work should be kept 
very close to essentials. Much drill should be given on funda- 
mental facts and principles. The development of power rather 
than the acquisition of much information should be the con- 
trolling purpose. 

The country school should be first of all a common school. 
High school studies have little place in the average country 
school course. To place them there is to deprive the elementary 
school pupils of their just claims, as it is for them that the 
school primarily exists. High school courses are now so readily 
available to all pupils who are prepared to take them that there 
is small excuse for crowding secondary school work into country 
schools where, at best, it can not be well done. 

In the rural school course of study, advantage should be 
taken of the special opportunities offered to enrich the life of 



the country child. His eyes should be opened to the beauties 
of nature. Certain forms of manual training, domestic science 
and elementary agriculture would serve to make the country 
school more attractive to the pupils who attend it and more 
useful to the community it serves. These subjects, however, 
cannot be attempted until there shall be available for the country 
school a teaching force trained to teach them thoroughly. In 
these, as well as in other subjects, no good can come of super- 
ficial or inadequate treatment. It is not essential that all parts 
of a given subject be taught. It is absolutely essential, how- 
ever, that those parts which are presented be taught thoroughly. 

SUPERVISION OF THE RURAL SCHOOL. 

Much loss has come to the country school because it has not 
had the benefit of the close supervision that has been available 
for the schools of cities and large towns. 

The frequent changing of teachers, the lack of definite courses 
and plans, the waste in supplies and text-books are among the 
factors that reflect the inadequate supervision of rural schools. 

There should be placed behind them the same strength of 
authority that has been found useful to others. They are 
entitled to the same watchful scrutiny, careful guidance and 
expert direction that have been found essential to improvement 
in other business and professional lines. They should be often 
visited that the work of both teacher and pupil may receive 
intelligent criticism and encouragement. 

These things are not usually possible under a system of 
supervision that calls for part time service on meager pay. Any 
superintendent who does all the work necessary to the adequate 
supervision of rural or other schools does it only at very great 
personal sacrifice, a sacrifice that few persons can afford to 
make. 

The law, providing for the union of towns for the employ- 
ment of a superintendent of schools who must be specially fitted 
for the work and must give all his time to it, is one that holds 
promise of much good for rural towns. Its general adoption 
would doubtlesss be a most powerful factor for the general 
improvement of rural school opportunities. 



CONSOLIDATION AND TRANSPORTATION. 

In many of the rural communities of the State there has been 
a considerable decrease in the school population. The conse- 
quent decrease in school enrollment has been so great, in many 
instances, as to change, entirely, the character of the schools. 

Communities that once enrolled in their schools forty or fifty 
pupils now often find difficulty in keeping the attendance at the 
meager average of eight required by the law. It is no unusual 
thing to find schools in which a majority of the classes consist 
of a single pupil working without any of that enthusiasm and 
interest inspired by numbers and finding no opportunity for that 
measurement of power with others so essential to a testing of 
ability. 

The condition thus created has led, in many cases, to the 
combination of schools. The reasons given for the consolida- 
tion of schools under these circumstances, are that the expense 
of running the small school is too great and that better educa- 
tional advantages are secured to the pupils. 

Of these two reasons, the second is of vastly greater impor- 
tance. If it is clear that the small school is still a better school 
and more profitable to the pupils than the larger one, towns are 
not justified, for a small saving of money, in making combina- 
tion. 

If, however, this combination is to result in superior advan- 
tages to the children, it is clearly the duty of the school officials 
to effect it and of the parents to endorse and support it. No 
absolute rule is of course applicable to the question of relative 
value. It is one that must be settled by the conditions prevalent 
in each community. However, it is generally true that the 
school of eight, ten, or twelve pupils works at a disadvantage 
as compared with the school of twenty, or more, pupils whose 
work can be classified. 

Not only are the interest and enthusiasm likely to lag, but it 
becomes more and more difficult, each year, to secure for these 
schools and to retain in them the best teaching talent. 

Good teachers can command the best paying positions and the 
town that supports a large number of little schools is usually 
unable to pay the salaries necessary to retain superior talent. 



In close connection with the question of consolidation arises 
that of transportation of pupils. While the discontinuance of 
a school does not in itself constitute any claim for conveyance, 
since the law imposes the obligation of carrying pupils only in 
cases where it becomes necessary, in the judgment of the school 
committee, yet it often happens that closing a school creates 
such a necessity in the cases of, at least, a part of the pupils. 

This transportation may be furnished, according as the com- 
mittee deem necessary, for all, or a part, of the distance between 
the home and the school. It may appear necessary to furnish 
it to one child and not to another for the same distance, because 
of extreme youth or physical disability in the case of the first. 
It may seem necessary to provide conveyance for certain sea- 
sons and on stormy days and not for the pleasant seasons and 
fine weather. This power of discrimination is placed by the 
statute entirely with the local school authorities. 

Whenever conveyance becomes necessary, it increases the 
probability of its success if the school authorities exercise 
extreme care in the choice of conveyance, making certain that 
it is reasonably comfortable, that it is provided with adequate 
protection in case of storms and that it is in the hands of a relia- 
ble person. Its success will likewise be promoted when provi- 
sion is made for the proper supervision of the pupils by the 
teacher, or other reliable person, during the lunch hour. 

As it becomes necessary to consolidate schools in order to 
secure educational efficiency, the interest of the child should 
he held paramount to every other consideration. School author- 
ities and parents should co-operate so that there will be no 
sacrifice of the physical well-being of the child, or of his educa- 
tional privileges. It sometimes happens that it is better to keep 
open even a very small school, because of the unusual distance 
to be traveled to another, or the extreme youth of the children. 
Such conditions the school authorities should and will consider. 
On the other hand, they should allow no personal nor selfish 
interest to stand in the way of the superior educational oppor- 
tunity that may be made possible through school consolidation. 



THE RURAL SCHOOL TEACHER. 

Not less than in any other class of schools the efficiency of the 
rural school depends upon the teacher. Given all other factors 
of a good school and place it in charge of a poor teacher and 
their excellencies will be to small purpose. A really good 
teacher will, however, even under very adverse circumstances, 
give evidence, in the results of her work, of her superior 
qualities. 

Perhaps it is even more essential that the rural school have 
superior teaching ability at its disposal than the town or city 
school. In the latter, organization aids the teacher. She is 
supported by the counsel of principal and associate teachers. 
She has immediate appeal to a higher authority, in cases of 
discipline. She is responsible for the teaching of a smaller 
range of subjects. 

The rural teacher must have all classes, from the primary to 
the high school. She must, to a great extent, deal with and 
settle at once her own problems of administration and discipline. 
She must rely more fully upon her own judgment. 

These considerations as well as the importance of the rural 
school itself call for the employment of the best possible teachers 
for country schools. 

Communities are not just to their children when they subject 
them continually to inexperienced teachers. The practice of 
putting into country schools persons of only common school 
training, having* no special fitness nor ability, merely because 
such service can be had at a low price, holds promise only of 
harm to the schools. It is useless to expect that older boys and 
girls will remain in the schools, provided they can escape, if 
they are obliged always to have teachers whose attainments are 
so meager as not to command respect. 

The salaries paid to teachers in the majority of our rural 
schools are entirely inadequate. If they are permitted to con- 
tinue at the present rate we must expect a discouraging record 
of ignorance, illiteracy and inefficiency. 

Each town having rural schools as a part of its school system 
should employ for those schools teachers of special training and 
fitness. It should, moreover, aim to retain for each school the 



teacher who has proved her value. The inducement offered 
through the increased salary to the teacher who has proved her 
worth will be amply justified in the larger educational return 
to the school. 

It should, likewise, be a part of the work of the towns to help 
supply the demand for teachers of better training. From their 
local high schools should go a constant representation into the 
State normal schools. The uplift that would come to Maine 
rural schools, through the substitution of this policy for the 
present one of making the rural school the training school of 
inexperience, would be very great. Such a policy cannot, how- 
ever, be consistently followed until the towns are prepared to 
pay the larger salary that will command the trained teacher. 

The country boys and girls of Maine deserve the best teach- 
ing. Neither the communities nor the State can afford to give 
them less. 

THE BUILDING AND ITS EQUIPMENT. 

The rapid improvement that has been recently made in the 
condition of school buildings has been extremely gratifying. 
Very many communities, however, are still willing to allow 
their school buildings to remain unfit for occupancy. Systems 
of heating and ventilation are inadequate. Sufficient attention 
is not given to lighting. School furniture is antiquated, uncom- 
fortable and unhygienic. Outbuildings are ill kept and inde- 
cent. Cloak rooms are not provided. There are no closets 
for storing supplies and books. In too many cases the text- 
books have been neglected and have become unfit for use. 
There is a failure to supply a reasonable equipment of the 
necessary school apparatus, such as maps, charts and globes. 
There are too few books of reference. Often janitor's service 
is inefficient and the rooms are permitted to become dirty. Too 
little attention is given to providing the inexpensive ornaments, 
pictures and casts that make the room a more attractive place 
for the spending of childhood days. In many instances there 
continues neglect of the school grounds. There are no suitable 
places for play. No provision is made for lawns, gardens, 
shrubbery and trees. 

It is a simple and reasonable demand that all these defects be 
corrected in every school. The highest efficiency of rural educa- 



10 



tion in Maine will not be possible until in all our schools a 
reasonable equipment is provided. 

Children often are obliged to go from homes that are well 
kept, well warmed, properly ventilated and comfortably fur- 
nished, from homes where they are carefully shielded from all 
that will offend, to schoolhouses where conditions quite the 
opposite prevail. It is a first duty of each parent to use every 
influence to secure for the country school, as well as for the 
village and city school, physical conditions that will promote, 
rather than retard, the educational process. 

thf, support op the; rural school. 

Not only are the country communities concerned with the 
welfare of their own schools, but the State as a whole has a 
vital interest in them. 

The country boy may become later a citizen of the larger 
town or city. The quality of the education he is receiving is 
to be reflected in the quality of his later citizenship. The fruit 
of his productive years will be given to another community than 
the one in which his training is secured. 

The city looks constantly to the country to replenish its sup- 
ply of men and women. Without this supply of citizens from 
the country it is generally admitted the city would lose in 
physical and intellectual vigor. The injustice of placing upon 
smaller and poorer communities the entire cost of educating 
the children from whose maturity the local community is to 
receive no direct support is apparent. The State has therefore 
recognized the justice of the policy of making possible such aid 
from the State to the local community as will tend to equalize 
educational opportunity. 

On the other hand, any policy that would lead the community 
to shift from itself the main responsibility of educating its own 
children would be repugnant to the sturdy sense of independence 
of our people. The people of the local town should understand 
that they themselves are mainly responsible for the character 
of their educational system. Schools can be good only when 
they have behind them this sense of responsibility. If 
schools are poor it is usually for the reason that the sense of 
the community permits inferiority. Certain main requirements 



II 



can be enforced by the law, but the real spirit of educational 
progress is not to be secured by statute, it is to be found only 
in the people. If it is not present there it is likely to be found 
wanting in the schools. 

SUMMARY. 

The essential points of rural school efficiency are as follows : 
i. A well trained and adequately paid teaching force. 

2. Well built schoolhouses with suitable grounds and with 
a reasonable equipment of all the tools of education. 

3. Professional guidance under expert and business-like 
supervision. 

4. A simple and definitely arranged course of study. 

5. Community interest, co-operation and support. 

6. Reasonable consolidation of the smallest schools, under 
conditions that will promote the educational welfare of the 
pupils concerned. 

The welfare of the children enrolled in these schools depends 
upon the attention given by the people of Maine's rural towns 
to these considerations. Whether the future of one of our 
most important classes of educational institutions is to be 
worthy of its honorable past will be answered by the response 
given by our people to its actual and pressing needs. 



LIBRARY OF CONGRESS 



021 731 486 0< 



Copies of this Document will be sent on 

application to 
PAYSON SMITH, 

State Supt. Public Schools 
Augusta, Maine 



